Parent Information
You are your child’s first teacher and the work that you do is invaluable.
Communication is the key to a successful partnership with Briar Hill Primary School.
We hope this section of the website will include all the information that you require. If there is anything that is not on the website that you would like then please let the school reception know. We always welcome your views and feedback.
All staff are pleased to share their thoughts about the way the children are developing with parents and carers.
We fully encourage parents to take part in everyday school life, wherever possible, as this support and involvement enhances the learning process. If you would like more information, please speak to your child’s class teacher or contact the school office.
We keep parents and carers informed on a regular basis through Class Dojo and My Child At School (MCAS), Twitter and daily conversations at the beginning or end of the day. If you wish to arrange a meeting with a class teacher, please speak to them or arrange via our school office.
We inform you about how well your child is doing at school through 3 termly reports. Also, we have alternate parent evenings which is a key opportunity to discuss your child’s progress and future targets.
Home-School Agreement
We provide all parents with a copy of the Home-School Agreement, and we hope they will endorse its contents by signing a copy and returning it to school.
This also reflects our school values.
- Aspiration - Always aiming high
- Ambition - Being the best we can
- Courage - Nothing holds us back
- Respect - Always leading by example
Homework
Our approach to homework is based upon a positive partnership between home and school, enabling the child to make links between learning at home and at school.
Our school’s homework is designed to allow the children's curiosity, towards their learning, to thrive. It offers a range of activities linked to the curriculum and allows the children to build their understanding and skills in a range of curriculum areas.
The tasks are linked to recent learning in school to both consolidate and extend the children’s learning, while there are some additional activities which should build increasing interest and give the children opportunities to discover or show interests.
Each week, every year group will have a range of Basic Skills to complete for their homework, including phonics sounds (where appropriate), number bonds (where appropriate), multiplication tables, spelling and handwriting.
View Homework and Curriculum Newsletters
Reading, Writing and Mathematics at Home
Reading at Home
Reading at Home - Briar Hill Primary School
We encourage parents of children across all ages of the school to read regularly with their child, this should be recorded in their reading records and returned to school.
At Briar Hill Primary School, we believe that reading is the key to children’s success in school and beyond. Reading in school and at home 5 times per week will help to improve your child’s fluency and comprehension skills. As part of this, we have our ‘Reading Rocks’ initiative.
Each day children’s home school reading diaries are checked for signatures to confirm that reading has taken place at home. Class percentages are calculated at the end of week and then the class with the highest reading rocks percentage win a trophy and a Matilda teddy to display in their classroom.
Parents are regularly supported with reading at home. This takes place via face-to-face and virtual meetings with varying foci and website and online resource support.
In EYFS, children receive a ‘sound on the sleeve’ each day to inform parents of the sound that they have learnt that day. Additionally, in both EYFS and KS1, daily sound videos and RWI phonics support is uploaded each day to support parents.
At school since 08.03.2021, a focus at Briar Hill Primary School is rekindling and developing further that Love for Reading by offering Reading for Pleasure in our 'Ready to Return' curriculum timetables alongside RWI phonics, Talk 4 Reading and Class Novel.
For more help on reading with your child, please visit the websites or view our created guidance. Statutory Spelling Grids are also available below.
7 Top Tips to support Reading at Home
Reading Comprehension - Virtual Meeting
Sharing the Love of Reading 3-5 Years
Sharing the Love of Reading 5-7 Years
Sharing the Love of Reading 7-9 Years
Sharing the Love of Reading 9-11 Years
Mathematics
Mathematics at Home - Briar Hill Primary School
We encourage parents of children across all ages of the school to practise times-tables regularly, for the last 4 years, we have signed up to Times Tables Rockstars which each child has their own individual login.
We also have a range of resources that can help and support children at home in which some can be accessed here while other examples such as Effective Maths Quizzes and Worksheets (tailored to suit the needs of the children) can be requested by speaking to the class teacher.
For more help on mathematics please speak to your class teacher or visit:
Maths Quiz - This is a great website which consolidates learning within school. Questions are like the tasks in school and the layout is the same. Children are given immediate feedback and can-do quizzes from different year groups.
Top Marks - Number bonds, Doubles and Halves, Square Numbers, Times tables and division facts
NCETM - Teaching for mastery and helping children with open ended questions
BBC Bitesize - This website has a huge range of games as well as learning that children can play in a very interactive way
TT Rockstars - Here is the website for TT Rockstars in which the children can practise their TimeTables - Please contact Mr Warren if you require a reminder of your login details.
Writing
Writing at Home - Briar Hill Primary School
COVID Support and Home Learning
COVID guidance
COVID Support and Home Learning
Letter for Parents - 2nd March 2021
Letter for Parents - 31st December 2020
https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19
Letter for Parents – If a child is showing symptoms September 20
Latest NHS Test and Trace Sep 2020
Read Write Inc & Phonics
EYFS Phonics Video
Read Write Inc & Phonics
Year 1 Phonics Video
Contact Details and Medical information
It is vital that your contact details and medical information (including Doctors name/surgery) are kept up to date. If any of your contact details change, please inform us as soon as possible by contacting the school office.
Safeguarding
Briar Hill Primary School is committed to safeguarding and promoting the welfare of young people. Providing a safe environment for all our students, staff and visitors is at the upmost importance to us.
Our Safeguarding Team
Safeguarding Information
We are committed to safeguarding and meeting the needs of all our pupils. This provides some useful advice and information when working with our pupils.
What are your responsibilities as a visitor to our school?
All those who come into contact with the pupils have a duty to safeguard and promote the welfare of the children.
Supply teachers/students will be child protection trained on arrival to site before they begin work. They will be aware of possible signs and indicators of abuse and will bring their concerns immediately to a DSL or DDSL.
School age students and other volunteers will not have received child protection training and MUST NEVER be left alone with a child/children at any point; a CP trained member of staff should always be in sight/hearing of a student/volunteer.
DBS Checks
Briar Hill Primary requires all adults who work in a regulated activity to be checked through the Disclosure and Barring Service.
If you are volunteering we will ask you to complete various forms and provide photo I.D. not only to verify your identity, but to provide contact details.
You are required to inform the head immediately if you become subject to any criminal investigation.
You must also declare if you are living with someone who has committed an offence against children. Debarring by Association. Everyone in our school is asked to make this declaration as they come into contact with under 8’s.
What you should do if you are worried about a child?
Whilst working with a child, if you become worried about:
- Comments made by a child
- Marks or bruising on a child
- Changes in a child’s behaviour or de-meaner
- Disclosures of any nature that may indicate risk of harm to a child
- You must report these concerns to one of these people in the listed order
1. Mrs Marshall– Designated Safeguarding Lead/Assistant SENCo
2. Miss Cooksley– Deputy Safeguarding Lead/ Headteacher
3. Miss Bay Cameron-Leslie Deputy Safeguarding Lead/ Attendance and Welfare
If a child makes a disclosure to you
- Listen, allow the child to talk freely.
- Reassure but DON’T promise anything.
- DO NOT promise confidentiality.
- DO NOT interrogate, do not ask them to write it down.
- Reassure them that it was right to talk.
What if a child expresses concern about a staff member?
If a child is to do this it must be reported to the head, if it is about the head it must be reported to the Chair of the Academy Scrutiny Committee.
Appropriate Behaviour
- As a visitor or volunteer you may well work closely with pupils. We need to have mutual trust and respect.
- You should not engage in physical contact with the children if they instigate this it should be reported to class teacher.
- Do not photograph/record the pupils and do not have you mobile phone or camera out whilst on site. Do not exchange numbers or engage on social media with any pupils.
Confidentiality
It is expected of everybody in school not to discuss anything they hear or see on site with anybody else.
Local Safeguarding Authority
Northampton Safeguarding Children Partnership c/o Northamptonshire County Council One Angel Square 4 Angel Street Northampton NN1 1ED
Phone number 01604 364036 Email: nscp@northamptonshire.gov.uk
E-Safety
CEOP helps any child or young person under the age of 18 who is being pressured, forced or tricked into taking part in an activity of any kind. This can be something that has taken place either online or in ‘the real world’, or both. The CEOP Safety Centre has clear information and advice on what can be reported to CEOP, the reporting process and what will happen if you do decide to make a report. You can visit the CEOP Safety Centre and make a report directly to CEOP by clicking the Click CEOP button.
If you are experiencing online bullying or something else online has worried you please speak to an adult you trust, or you can talk to Childline at any time on 0800 1111 or at www.childline.org.uk.
CEOP is a command of the National Crime Agency and is dedicated to tackling the sexual abuse and exploitation of children and young people. CEOP helps children and young people under the age of 18 who have been forced or manipulated into taking part, or are being pressured to take part, in sexual activity of any kind. This can be both online and offline. The CEOP Safety Centre offers information and advice for children and young people, parents and carers and professionals. You can visit the CEOP Safety Centre and make a report directly to CEOP by clicking the Click CEOP button.
Online bullying or other online concerns should not be reported to CEOP and children and young people should be directed to speak to an adult they trust, and/or referred to Childline, if they would like to speak to someone about how they are feeling.
Useful Websites
Northamptonshire County Council E-safety support - https://www.northamptonshire.gov.uk/councilservices/children-families-education/help-and-protection-for-children/protecting-children-information-for-parents-and-carers/Documents/ParentCarerIAGBooklet.pdf
NSPCC Keeping Children Safe Online - https://www.nspcc.org.uk/keeping-children-safe/online-safety
Parents Info – https://www.parentinfo.org
Safety Net – https://www.safetynetkids.org.uk
Parental Controls – https://www.internetmatters.org
Childnet – https://www.childnet.com
ThinkUKnow – https://www.thinkuknow.co.uk
Digital Parenting - https://www.vodafone.co.uk/mobile/digital-parenting
Parent Zone - https://parentzone.org.uk
PTA at Briar Hill Primary School
PTA
We are Briar Hill Primary School Parents and Teachers Association (PTA).
Our main objective is to assist in building a community of parents and carers to raise funds for the school and enhance the learning environment of the students through the provision of additional resources.
We plan and hold a couple of events a year to encourage parents, grandparents and other carers to support us in whatever way they can.
The PTA committee, in consultation with the head teacher, agrees how the funds should be spent.
We are grateful to all those who have supported us in the past and who continue to help us. The Committee meet on a regular basis usually once a term, with smaller working groups meeting as necessary to organise larger more complicated events. If you are interested in joining our group please contact the school office who will pass your message on to us.
Snow and Bad Weather Policy
Every winter brings the possibility of snow and ice. Extreme bad weather can cause widespread and prolonged disruption. Schools are often affected and it can be difficult to maintain an education service. As a fundamental principle every effort must be made to keep schools open, even if only limited numbers of pupils can attend. There is a legal requirement to keep schools open for children to attend for 190 days per year (380 sessions). However, schools may close due to ‘unavoidable’ circumstances. Those circumstances being that it is no longer safe for staff or pupils to be onsite. We recognise that it is important that our school remains open so parents are able to work and pupils can continue to learn. Briar Hill Primary School will make every effort to prepare for severe snow/ice this winter.
The government has stressed the importance of schools remaining open, wherever possible, as closures have a knock on effect on parents/carers who are key workers in other areas of the public sector, e.g. Health Services, thus undermining crucial service delivery. The overriding principle is, therefore, for schools to remain open to the maximum degree possible, as is consistent with health and safety requirements, even if it is not possible to run a full timetable.
‘The decision whether to close must, however, be for headteachers as they know their schools and surrounding areas. They should use common sense in assessing the risks and keep their schools open.’ – Department of Education
How will parents know if Palace Wood is closed?
The school will log the closure on: www.northamptonshire.gov.uk/.../Pages/school-closures.aspx
You can sign up for FREE email alerts about school closures on this website.
You can hear about school closures by listening to BBC Radio Northampton and Heart FM.
The school website will advise parents IF the school is closed.
The school will send parents a MCAS and Class Dojo message IF the school is closed.
What can you do to help?
- Please visit West Northamptonshire Council (westnorthants.gov.uk) for more information about gritting routes and travel issues around Kent so you can plan your journey safely.
- Please can you provide a packed lunch from home in case school meals cannot be transported.
- Don’t forget suitable warm clothing – gloves, hats, scarves, wellies etc. or even a change of clothing.
- If you are a working parent or feel you may have a problem with a sudden earlier pick up, please could you put a back-up plan in place with another family member or parent and inform the school. This will allow staff to leave earlier for their safety if weather dictates.
Many thanks for your support in helping Briar Hill Primary School remain open during periods of severe snow/ice.
Key Information
Our performance against other schools can be found via the Department for Education’s School Performance Table.
KS2 Performance Data - 2018/19
KS2 Results Over Time
Ofsted & Parent View
Our latest Ofsted report can be found here.
Parent Documents
Term Dates
Jargon Buster Glossary
| Achievement | Describes both attainment i.e. the level achieved and the progress you have made from a starting point. |
| AfL | Assessment for Learning – is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. |
| ASD | Autism Spectrum Disorder |
| Attainment | The actual result attained by the pupil. |
| Attainment Targets | A general defined level of ability that a pupil is expected to achieve at each key stage in the National Curriculum. |
| Blending | To draw individual sounds together to pronounce a word, e.g. f-l-a-p, blended together, reads flap. |
| Core Subjects | English, maths and science: all pupils must study these subjects up to Key Stage 4. |
| CPD | Continuing Professional Development |
| Creative Curriculum | There are numerous interpretations of the concept of ‘the creative curriculum’. In some schools it means topics or themes, in others it means asking children what they want to learn. At Thorndown we do both. |
| DBS | Disclosure & Barring Service – refers to the new agency created out of a merger between the Criminal Records Bureau (CRB) and The Independent Safeguarding Authority (ISA), its full title is The Disclosure and Barring Service. The checks and information provided will remain the same but will be branded DBS Checks. |
| DfE | Department for Education |
| Differentiation | A wide variety of teaching techniques and lesson adaptations that teachers use to pupils of differing abilities in the same class. |
| EAL | English as an additional language |
| EBD | Emotional and Behavioural Difficulties |
| EHC Plan | Educational Health Care Plan – An education, health and care plan is a document that says what support a child or young person who has special needs should have. |
| EWO |
Education Welfare Officer |
| ESLT |
Extended Leadership Team |
| EYFS | Early Years Foundation Stage – A framework of care and Education for children from birth to five years of age. This stage typically means Nursery/Preschool and Reception Classes. |
| FFT | Fischer Family Trust |
| FSM | Free School Meals |
| FTE | Full Time Equivalent |
| HLTA | Higher Level Teaching Assistant |
| HMI | Her Majesty’s Inspector of Schools |
| ICT | Information and Communication Technology |
| IEP | Individual Education Plan for SEN pupils |
| Inclusion | Removing barriers to learning so all pupils can participate at their own level. |
| INSET | In-Service Education and Training – Training for staff which takes place during the school year. |
| ISA | Independent Safeguarding Authority |
| ITT | Initial Teacher Training |
| IWB | Interactive Whiteboard |
| Key Stage One | Age 5-7 (Years 1 and 2) |
| Key Stage Two | Age 7-11 (Years 3, 4, 5 and 6) |
| LA | Local Authority |
| LAA | Local Area Agreement |
| LAC | Looked After Children |
| MLD | Moderate Learning Difficulties |
| NAHT | National Association of Head Teachers |
| NASUWT | National Association of Schoolmasters/Union of Women Teachers |
| NGA | National Governors’ Association |
| NLE | National Leader of Education |
| NPQH | National Professional Qualification for Headship |
| NQT | Newly Qualified Teacher |
| NUT | National Union of Teachers |
| Ofsted | Office for Standards in Education |
| PE | Physical Education |
| Performance Table | Published by the DfE to compare school results. |
| Phonics | Phonics refers to the method for teaching speakers of English to read and write their language. It involves connecting the sounds of spoken English with letters or groups of letters (e.g that the sound /k/ can be represented by c, k, ck or ch spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words. In this way, phonics enables people to use individual sounds to construct words. For example, when taught the sounds for the letters t, p, a and s, one can build up the words “tap”, “pat”, “pats”, “taps” and “sat.” |
| PPA | Planning, Preparation and Assessment time to which teachers are entitled. |
| Progression | Pupils develop academically and personally from year to year and from one key stage to the next in a way which builds on what has already been achieved. |
| PRU | Pupil Referral Unit |
| PSHE | Personal Social Health and Economic education |
| PTA | Parent Teacher Association. |
| QTS | Qualified Teacher Status |
| RE | Religious Education |
| SACREs | Standing Advisory Council for Religious Education |
| SATs | Standard Attainment Tests/Tasks – National Curriculum Tests and Tasks which take place at the end of Key Stage 1 and at the end of Key Stage 2. |
| SCR | Single Central Record – Schools must hold a single central record of all adults working with pupils. The records hold security and ID checks among other specific information. |
| SENCO | Special Educational Needs Coordinator |
| SIP | School Improvement Plan |
| SLE | Specialist Leader of Education |
| SLT | Senior Leadership Team |
| SMSC | Spiritual, Moral, Social and Cultural (development) |
| TA | Teaching Assistant |
| Transition | The movement of pupils from Key Stage to Key Stage or school to school and the procedures associated with it. |
| VCOP |
Vocabulary, connectives, openers and punctuation pupils are expected to use in their writing. |
